Academic Psychological Capital and its Relationship to Learning Styles (Memletics) for High and Low Academic Engagement of University Students

Ali, Sayed Ibrahim Ali

doi:10.21608/jsre.2023.216571.1575

Academic Psychological Capital and its Relationship to Learning Styles (Memletics) for High and Low Academic Engagement of University Students

Document Type : Original Article

Author

Sayed Ibrahim Ali Ali

Educational Psychology Department, College of Education, Helwan University, Egypt

10.21608/jsre.2023.216571.1575

Abstract

The current research aims to identify the nature of the relationship between academic psychological capital and qualitative learning methods (Memletics) and academic engagement, as well as the differences in academic psychological capital and qualitative learning methods among a sample of (588) undergraduate students whose ages ranged between 18 and 22 years old, with mean age of (19.88) and standard deviation of (1.02), and the academic psychological capital scale prepared by Luthans et al. (2007) was applied by Al-Shehri (2022), the memletics learning styles scale prepared by Whiteley, the Arabization of Abu Qura (2019) and the scholastic integration scale prepared by Abdul Hamid (2019). The results showed that there is a positive correlation between the dimensions of academic psychological capital, specific learning styles, and academic engagement. Significant differences were also found in academic psychological capital in favor of students with high academic engagement, as well as significant differences in learning styles in favor of students with high academic engagement. Also, there are no statistically significant differences in the academic psychological capital, and the preferred learning styles of those with high academic engagement, according to gender.

Keywords

Main Subjects

Educational psychology

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